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EMPOWERING AFTERSCHOOL STAFF FOR YOUTH PHYSICAL ACTIVITY PROMOTION: CATALYSTS FOR WHOLE SCHOOL, WHOLE CHILD, WHOLE COMMUNITY INITIATIVES

Abstract

Afterschool programs (ASPs) offer substantial potential to promote physical activity (PA) among children while supporting their physical, academic, social, and mental growth. Recent data highlights that over 7.8 million children in the United States participate in ASPs. ASPs provide essential opportunities to increase daily PA levels and foster social and mental well-being. Despite these benefits, school-ASP partnerships face significant challenges. Olson (2018) emphasizes that strong school-community-based organization (CBO) partnerships must be student-centered, driven by a shared vision, and defined by formal agreements. Effective partnerships require common goals and clear communication; otherwise, differing expectations and a lack of mutual understanding can undermine collaborative goals. The current study conducted semi-structured interviews with six ASP directors in Northwest Arkansas, who oversee over 100 staff members across partnerships with 23 elementary schools. Using inductive analysis guided by Grounded Theory, the interviews revealed key barriers to social-motivational PA program implementation during ASP hours. Directors described flexible parent pick-up times as disruptive to scheduled activities, reducing the impact and consistency of structured programming. ASP staff frequently must strive to change public perceptions of their programs as mere “babysitting” services by emphasizing their roles as mentors and leaders committed to holistic child development. For some ASPs, cultural barriers, such as language differences and community preferences, particularly impact engagement. These barriers highlight the need for cultural competence and tailored strategies to foster community and parent involvement. Empowering ASP staff to act as catalysts for the Whole School, Whole Child, Whole Community (WSCC) initiatives can further strengthen their role in promoting youth social emotional learning and PA participation. ASP staff are uniquely positioned to integrate PA and mentorship, aligning with the WSCC framework’s emphasis on creating supportive environments and reinforcing health-promoting behaviors both within and beyond school hours. By addressing systemic challenges through community engagement, cultural responsiveness, delivering evidence-based interventions, and strengthening CBO partnerships, ASPs can maximize their impact, positioning themselves as essential contributors to children’s physical, social, and holistic well-being.

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